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Authentic Assessment of Speech-Language Skills in Bilingual Students with Communicative Disorders in an Urban School System

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Authentic Assessment of Speech-Language Skills in Bilingual Students with Communicative Disorders in an Urban School System University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2000 Authentic assessment of speech-language skills in bilingual students with communicative disorders in an urban school system. Carey E. McGinn University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation McGinn, Carey E., "Authentic assessment of speech-language skills in bilingual students with communicative disorders in an urban school system." (2000). Doctoral Dissertations 1896 - February 2014. 5392. https://scholarworks.umass.edu/dissertations_1/5392 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AUTHENTIC ASSESSMENT OF SPEECH-LANGUAGE SKILLS IN BILINGUAL STUDENTS WITH COMMUNICATIVE DISORDERS IN AN URBAN SCHOOL SYSTEM A Dissertation Presented by CAREY E. MCGINN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 2000 School of Education © Copyright by Carey E. McGinn 2000 All Rights Reserved AUTHENTIC ASSESSMENT OF SPEECH-LANGUAGE SKILLS IN BILINGUAL STUDENTS WITH COMMUNICATIVE DISORDERS IN AN URBAN SCHOOL SYSTEM A Dissertation Presented by CAREY E. MCGINN Approved as to style and content by: Kenneth A. Parker, Chair of Committee Robert Maloy, Member £h i A. ri/V Maria D. Gonzales, Member (iLv Sharon Edwards, Member DEDICATION Especially to my mother, Avis Johnson, whose thirst for learning has always inspired me; To my family and friends who have supported me and tolerated my absence from so many social occasions; To my students who show me every day why this was important to me; To Bobby and Kyle who taught me what this project was really about. ACKNOWLEDGMENTS Gratitude is expressed to Dr. Kenneth A. Parker whose guidance, support, and encouragement have sustained me throughout this endeavor. Appreciation is extended to Dr. Robert W. Maloy who so willingly provided his assistance and expertise in the field of education through all phases of this project. Appreciation is also gratefully extended to Dr. Maria Diana Gonzales, whose knowledge and expertise in the field of bilingual/bicultural communication disorders has provided such an indelible mark on the development on this dissertation. Thank you on behalf of my students. Many thanks are accorded to Dr. Sharon A. Edwards whose commitment to her students and joy in their learning has been an inspiration for me (yes, we still have our Writing Boxes!). For your faith in my ability to complete this project, I thank you. To my students, parents, and colleagues who took time from their busy schedules to openly and candidly answer my interview questions. The sharing of their opinions, experiences, and dreams about this topic has made this a truly collaborative endeavor. Special appreciation is extended to Linda Ohl whose collaboration and contributions as a colleague have enriched my life and my own learning. Very special thanks are offered to Mike Westort who has assisted me in innumerable ways from guiding me through the maze of D-forms to editing my work. To my neighbor, editor, and close friend, Marcia Stratton, whose unfailing patience, sympathetic ear, and wise counsel have guided me throughout this project. v Thanks are also due to Dr. Rebecca Field for her editorial assistance as well as her support. For AG, thank you for the dream. vi ABSTRACT AUTHENTIC ASSESSMENT OF SPEECH-LANGUAGE SKILLS IN BILINGUAL STUDENTS WITH COMMUNICATIVE DISORDERS IN AN URBAN SCHOOL SYSTEM SEPTEMBER 2000 CAREY E. MCGINN, B.S.,WORCESTER STATE COLLEGE M.S. WORCESTER STATE COLLEGE Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Kenneth A. Parker This study used a case study methodology to describe the implementation of authentic assessment procedures by a bilingual speech-language pathologist in an urban school system over the course of one school year. The specific purposes of the study were to investigate the ways in which authentic assessments could be used to document progress, differentiate a language disorder from a language difference, and determine the language of instruction in bilingual students with communicative disorders. The initial research strategy involved the collection of authentic assessment data from 65 students in preschool through grade six who received speech-language services or had been referred for an initial evaluation. With the exception of students who had been referred for initial evaluations, authentic assessment procedures were integrated into the delivery of speech and language services. Field notes and reflections on the process of the data collection were completed several times weekly. Vll Interviews were conducted with 10 parents, 15 teachers, and 13 students about their perspectives on the use of authentic assessment procedures. The three research questions were answered through the inductive analysis of the data drawn from the field notes, reflections, and interviews. The data were analyzed using the constant comparison method. This study found that a multifaceted approach to communicative assessment that combined standardized measures and authentic assessment techniques facilitated in the differentiation of language disorders from language differences. This comprehensive approach to assessment complied with the mandates of the Individuals with Disabilities Act of 1997 (IDEA-97), decreased the likelihood of assessment bias, and identified specific learning strategies and classroom accommodations that enhanced students’ ability to access the regular education curriculum. The implementation of a dual language, multidimensional and curriculum-based assessment model helped to determine the language of instruction in bilingual students with communication disorders. Authentic assessment techniques were found to be an ideal means for documenting students’ progress in attaining specific curriculum-based communication goals as required by IDEA-97. Vlll TABLE OF CONTENTS Page ACKNOWLEDGMENTS.. ABSTRACT...vii CHAPTER 1. INTRODUCTION.1 Statement of the Problem.2 Significance.7 Limitations of the Study.11 Definition of Terms.13 2. REVIEW OF THE LITERATURE.16 Introduction.16 Assessments in the Field of Communication Disorders.16 Norm-Referenced Assessments.19 Criterion-Referenced Assessments.23 Dynamic Assessment Procedures.25 Authentic Assessment Procedures.27 Curriculum-Based Language Assessments.30 The Role of Observation in Authentic Assessments.32 Categorical.34 Narrative.38 Descriptive.39 Portfolio Assessments.42 Additional Sources of Information.45 Acculturation and Acculturation Scales.46 Social and Educational History.49 Summary. 51 3. DESIGN AND PROCEDURES.54 Introduction.54 Design of the Study.55 Setting of the Study.56 Procedures and Instruments.59 IX 4. FINDINGS 66 Restatement of the Problem.66 Development of Authentic Assessment Procedures.67 Communicative/Literacy Portfolios.69 Story Conferences.71 Early Literacy Assessments.74 Running Records and Miscue Analyses.74 Language and Narrative Samples.79 Audio Samples.81 Therapy Notes.82 Interviews.83 Language and Literacy Rating Scales and Checklists.84 Rubrics.86 Acculturation and Social and Educational History.88 Formal Assessments.91 Portfolio Conferences.91 Differentiation of Language Differences and Language Disorders.99 Reflections on the Differentiation of Language Disorders from Language Differences.107 Social and Educational History.107 Language Proficiency and Level of Acculturation.108 Interviews.112 Formal Tests.114 Early Literacy Assessments.116 Running Records and Miscue Analyses.117 Story Retellings.123 Narratives.126 Language Samples.127 Language and Literacy Rating Scales and Checklists.128 Rubrics.131 Story Conferences.132 Determining the Language of Instruction. 133 Reflections on the Determination of the Language of Instruction.137 Social and Educational History.138 Level of Acculturation.138 Interviews.139 Communicative and Literacy Portfolios.141 Running Records, Miscue Analyses, and Retellings.141 Early Literacy Assessments.147 x Language Samples and Narratives.147 Audio Samples.148 Rubrics.149 Story Conferences.150 Therapy Notes.151 Documentation of Progress.151 Reflections on the Documentation of Progress.153 Communicative and Literacy Portfolios.154 Story Conferences.155 Early Literacy Assessments.156 Miscue Analyses and Retellings.156 Audio Samples.157 Language Samples.158 Therapy Notes.158 Interviews.159 Language and Literacy Rating Scales and Checklists.160 Rubrics.160 5. CONCLUSIONS.162 APPENDICES.174 A. PARTICIPANT INTERVIEW QUESTIONS.175 Students.175 Parents.176 Teachers.177 B. INDIVIDUAL STUDENT CONFERENCE FORM.179 C. RUBRIC FOR INDIVIDUAL STUDENT CONFERENCES.180 D. LEVELED READING BOOKS.181 Spanish.181 Kindergarten/Grade One...181 Grade One.181 Grade One (late).181 Grade Two (early).181 Grade Two.181 Grade Three.182 Grade Four.182 Grade Five.182 xi English.182 Kindergarten/Grade One.182 Grade One.183 Grade One (late).183 Grade Two (early).183 Grade Two.183 Grade Three.183 Grade Four.183 Grade Five.184 E. MISCUE TRANSCRIPTION SYSTEM.185 F. LANGUAGE AND READING OBSERVATION GUIDE.186 G. READING COMPREHENSION RUBRIC.190 Early Readers (Kindergarten- Middle First Grades).190 Early Transitional
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